EXPLORING EFL STUDENTS’ SELF-REGULATED LEARNING IN COLLABORATIVE WRITING: A QUALITATIVE STUDY

Maylina Aprillyani; Yousef Bani Ahmad; Khoirul Bariyyah

doi:10.30998/inference.v9i2.3735

Authors

Maylina Aprillyani University of Singaperbangsa Karawang Author
Yousef Bani Ahmad Author
Khoirul Bariyyah Author

DOI:

https://doi.org/10.30998/inference.v9i2.3735

Keywords:

collaborative writing, EFL students, qualitative study, self-regulated learning, senior high school

Abstract

This qualitative study explores how EFL students demonstrate self-regulated learning (SRL) in collaborative writing at the senior high school level. Guided by Zimmerman and Moylan’s (2009) cyclical SRL model and Lowry and Lowry’s (2004) collaborative writing procedures, this study employed observation, student notes documentation, and focus group discussions. The participants were six tenth-grade students from a senior high school in Karawang, West Java, Indonesia. The findings revealed that students demonstrated partial SRL behaviors across the forethought, performance, and self-reflection phases, with self-reflection emerging as the weakest phase. Several challenges were identified, including linguistic inferiority complex, limited background knowledge, individual writing preference, product-oriented pragmatism, and environmental constraints. Supporting factors included teacher scaffolding, peer co-regulation, technology use, environmental support, and individual motivation. The findings highlight the importance of strengthening reflective practices and structured support to foster students’ SRL in collaborative writing.

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